| _version_ | 1866901938826641408 |
|---|---|
| author | Adamson, Greg |
| author_facet | Adamson, Greg |
| contents | <p>Can a good story distort history—or reveal it more deeply? In <em>Children’s Historical Fiction – Balancing Imagination and Accuracy in the Classroom</em>, Greg Adamson explores the complex pedagogical role of historical fiction in primary and junior secondary education. He argues that while fictional narratives can deeply engage students with the past, they also carry the risk of reinforcing misconceptions, flattening complexity, or perpetuating cultural myths if not handled critically.</p> <p>The paper situates children’s historical fiction as a hybrid genre—equal parts narrative and historiography—requiring careful mediation by educators. Drawing on Australian Curriculum priorities, cognitive development theory, and examples from popular classroom texts (e.g. <em>Nanberry</em>, <em>My Place</em>, <em>Once</em>), Adamson shows how students often confuse emotional realism with factual accuracy. This creates fertile ground for empathy, but also for distortion.</p> <p>Rather than rejecting historical fiction, Adamson advocates for its deliberate and structured use through inquiry-based historical thinking. He outlines a three-phase classroom strategy: <strong>Activate</strong> (connect fiction to personal and emotional engagement), <strong>Interrogate</strong> (deconstruct the text using historical evidence and multiple sources), and <strong>Reconstruct</strong> (guide students in re-authoring historical events based on primary sources).</p> <p>The paper further considers the ethical and cultural responsibilities of teachers, especially when fiction touches on Indigenous histories, migration, or war. It emphasises that stories should neither overwrite historical trauma nor reduce it to a moral fable. Referencing protocols like ICIP (Indigenous Cultural and Intellectual Property) and historical thinking frameworks from Seixas and Wineburg, the paper provides a robust foundation for using fiction responsibly.</p> <p>Ultimately, this is not a defence of fiction over fact, but a call to elevate both through deeper pedagogical craft. It is a timely guide for teachers navigating the narrative turn in history education.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15606979 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Children's Historical Fiction - Balancing Imagination and Accuracy in the Classroom Adamson, Greg Historical fiction pedagogy Historical thinking Curriculum and storytelling Indigenous protocols (ICIP) Fact vs imagination <p>Can a good story distort history—or reveal it more deeply? In <em>Children’s Historical Fiction – Balancing Imagination and Accuracy in the Classroom</em>, Greg Adamson explores the complex pedagogical role of historical fiction in primary and junior secondary education. He argues that while fictional narratives can deeply engage students with the past, they also carry the risk of reinforcing misconceptions, flattening complexity, or perpetuating cultural myths if not handled critically.</p> <p>The paper situates children’s historical fiction as a hybrid genre—equal parts narrative and historiography—requiring careful mediation by educators. Drawing on Australian Curriculum priorities, cognitive development theory, and examples from popular classroom texts (e.g. <em>Nanberry</em>, <em>My Place</em>, <em>Once</em>), Adamson shows how students often confuse emotional realism with factual accuracy. This creates fertile ground for empathy, but also for distortion.</p> <p>Rather than rejecting historical fiction, Adamson advocates for its deliberate and structured use through inquiry-based historical thinking. He outlines a three-phase classroom strategy: <strong>Activate</strong> (connect fiction to personal and emotional engagement), <strong>Interrogate</strong> (deconstruct the text using historical evidence and multiple sources), and <strong>Reconstruct</strong> (guide students in re-authoring historical events based on primary sources).</p> <p>The paper further considers the ethical and cultural responsibilities of teachers, especially when fiction touches on Indigenous histories, migration, or war. It emphasises that stories should neither overwrite historical trauma nor reduce it to a moral fable. Referencing protocols like ICIP (Indigenous Cultural and Intellectual Property) and historical thinking frameworks from Seixas and Wineburg, the paper provides a robust foundation for using fiction responsibly.</p> <p>Ultimately, this is not a defence of fiction over fact, but a call to elevate both through deeper pedagogical craft. It is a timely guide for teachers navigating the narrative turn in history education.</p> |
| title | Children's Historical Fiction - Balancing Imagination and Accuracy in the Classroom |
| topic | Historical fiction pedagogy Historical thinking Curriculum and storytelling Indigenous protocols (ICIP) Fact vs imagination |
| url | https://doi.org/10.5281/zenodo.15606979 |